Some tips for reviewing, testing and teaching English vocabulary through game activities

 	 1. INTRODUCTION
 1.1. REASONS FOR CHOOSING THE TOPIC. 
 	Aims of the educational in the present time focus on the positive, dynamic and creative development of the students. To achieve this aim, It is necessary to renovate the teaching method of taking students as teaching subjects, encouraging active learning activities, active and creative. Teaching and learning English in secondary school at the present is a practice for students to be able to communicate through four skills such as Listening - Speaking - Reading and Writing.The Ministry of Education and Training has reformed the education of English textbooks in secondary schools.This program focuses on developing creative thinking, exploration and dynamics student. In addition, the innovation of teaching methods aims to promote students' activeness, initiative, creativity and self-learning ability.While learning a foreign language, the vocabulary is the most important part. It is the brick that builds the house of language.At secondary school from the grade 6 to grade 9, The student had to use large vocabulary. In order to help students remember and use good vocabulary, I have applied many test methods such as: Rubout and remember , ordering, matching, jumbled words, wordsquare, gapfill, subsituation, what and where, .... 
The change of textbooks and renovate of the teaching method has been for fifteen years. But the communication of students in secondary school especially remote areas such as Son Ha is still a matter to talk about. I realize the communication constraint of Son Ha school students is for the following reasons: The children live in the mountainous areas and They are not learning English from primary school. Moreover,They do not practice speaking English in local.So they don't remember vocabulary. Students want to communicate in English requires they practice all four skills such as Listening-Speaking-Reading and Writing . Especially they have to have a certain vocabulary to practice communicating. These reasons make me to think and find ways helping children learn vocabulary, review words and remember long to improve learning efficiency.So I wrote the initiative: "Some tips for reviewing, testing and teaching English vocabulary through game activities"
1.2. AIMS OF THE TOPIC. 
From this fact, I have constantly studied, researched and experimented with some tips for reviewing, testing and teaching English vocabulary for the purpose of finding the most effective teaching methods and suitable for teaching styles in the junior English program. At the same time, We help students to consolidate their vocabulary to develop their language skills such as Listening - Speaking - Reading and Writing 
1.3. RESEARCH OBJECTS. 
I am teaching English at Son Ha secondary school. I am always concerned with your vocabulary. So I choose all grades 6,7,8,9 to study the topic with the aims of improving English teaching method 6,7,8,9 in order to develop vocabulary for students and applying new methods to improve the quality and effectiveness of teaching for the students are in grade 6, 7,8,9 at Son Ha Secondary school.
1.4. RESEARCH METHODS TOPICS. 
 	To carry out his measures effectively, I combines the use of the folklowing measures:
 Exploitation of scientific information on methods of efective teaching through books,related materials and internet ...Especially through regular refresher courses Department of Education and Training. 
 - Methods of observation: 
 Direct exchange with students in class ,outside of class to find out information 
 - Research methodology product : 
 Through the review, test results and check the process of working teams or group of students in the class.
 - Regular time attendance colleagues :
 Regularly attend a colleague's time to find out the current status of teaching and learning English vocabulary in secondary school.
 Learn from experience as well as learn methods from colleagues.
 Listen to the opinions of colleagues, draw experience through the hours to select appropriate teaching methods.
Reference materials on teaching methods: Textbooks, Teachers, Book replacement materials, English language handbook, Lecture design ...
     Use the Internet regularly to keep up to date on the latest news.
2. PROBLEM SOLVING
2.1. THEORETICAL BASIS.
The Ministry of Education and Training has reformed English books in secondary school. This program focuses on developing creative thinking, exploration and student dynamics. Innovate teaching methods to promote students' activeness, initiative, creativity and self-learning ability.
This helps them to be able to identify and solve problems in the learning process as well as apply them in real life in a quick and skillful way. While learning a foreign language, the vocabulary is the most important part. It is the brick that builds the house of language. At junior-level in grades 6-7 students had to capture and use a fairly large vocabulary. In grade 8.9, most of them have been able to communicate with foreigners. To help students remember and use good vocabulary I have applied a variety of test methods such as: Rubout and remember , ordering, matching, jumbled words, wordsquare, gapfill, subsituation, what and where.... 
2.2. THE STATES OF THE RESEARCH TOPIC.
	In the process of teaching and learning English. Revising and examining vocabulary as well as vocabulary instruction is an indispensable activity to periods .
Revising and testing are not just about helping students to remember the meaning of a word, but also helping them to hear and pronounce correctly. And apply the word into the language interface. The tips in this topic have also been covered in many of the instructional materials taught in English or other experience initiatives.
However, how to apply these tricks effectively requires teachers to know how to select and organize them effectively, flexibly. There is trick that suits for this unit but does not suit for another lesson. It also depends on the teaching materials of each lesson as well as the flexibility of the teacher to make each revision activity and check the vocabulary into interesting games to entice students to study and remember words longer. Games will be more attractive if teachers teach using PowerPoint presentations.
	2.3. IMPLEMENT SOLUTIONS. 
	In order to review and learn vocabulary, students are receptive.Teacher should choose games and tricks that suit each lesson. Teacher should organize students to play and learn effectively, creating excitement for students while still sticking to the content and save time, ensure teaching hours. In the process of teaching, attending classes, learning experiences, and studying book materials, I noticed a lot of types of games that could fit into the specific textbooks. Since then, I have used the games in the revising,testing and teaching vocabulary such as: Bingo, Jumble words, Chain game, Noughts and crosses, Kim’s game, Brainstorming, Categozing, Hidden words, Cross words, Riddles, Guessing Game,Guess the picture, Hangman, Lucky Numbers, Rub out and Remember, Slap the Board, Matching . Throughout the process, it is clear that the classroom atmosphere is much more vibrant.
2.3.1. Play "Jumble words".
This game is used to check vocabulary to help students practice new words and spell correctly. This cheking technique helps Ss remembering deeply the words they’ve leant.The teacher writes upset letters on the board, asking students to rearrange them properly. Students compete between groups, pairs. (The winner will be the team that got the job done the best and the soonest.)
Example 1: English 6: Unit 5: Lesson C: Classes. To check the day of the week. The teacher writes upset these letters on the board: Daytues, Newsdeday, Tursaday, Daysun, Modyan, dyafri, urthayds (Ask students to rearrange their meaning), Tuesday (thứ ba), Wednesday (thứ tư), Saturday (thứ bảy), Sunday (chủ nhật), Monday (thứ hai), Friday (thứ sáu), Thursday (thứ năm)
 Example 2: Unit 4- Part Read -English 8
eculr = cruel ; vetshar = harvest ; tespu = upset ; apeaper = appeare 
Example 3 : Unit 6: Places, part A1, English 6. 
 JUMBLE WORDS
hotel
lake
 flowers aelk ohtel river
 dray retes 
 trees
 yard vrier loerfws
 Example 4 : Ex: Unit 10 –English 8-Period 61 
 - T. sticks 6 flashcards with jumbled words on the black board 
cyrecle
ropttce
ralnatu
cereseru
prenstreteivea
tnotancc
 - T asks Ss to rewrite the words in the right order
 - T tells Ss the first two groups with the right word will get two points 
 - T. corrects them.
 - T. asks Ss to read again
* Answer keys:
1. Contact ; 2. Representation; 3. Resource ; 4. Natural ; 5. Protect ; 6. Recycle
2.3.2. Play "Slap the board" 
 	In order to help students review words and remember words, help teachers test and review the pronunciation and semantics of words for students. 
 - Teacher puts the new words in English on the black board in bubbles - not in a list.
 - If you want to check the understanding , put the Vietnamese translation of the new words or picture on the blackboard .
 - Teacher divides the class in to two teams of five or six to front of the class.
 - Teacher choose a student from each team and they stand at equal distance from the blackboard.
 - Teacher calls out one of the new word in a low voice in Vietnamese.
 - Two students must runs forward and slap a word the word in English on the board.
 - The one who slaps the correct word first is the winner.If students are playing in teams ,the win team gets a mark.
 - Then teacher ask two more students to come forward ..etc.
 Example: English 9-Unit 5 –Period 28
Checking vocabulary: slap the board
crier
channel
interactive
control
benifit
remote
 Example: English 6: Unit 10 Part B5: Food and drink
vegetables
chicken
fish
meat
orange juice
milk
rice
fruits
 Example : English6: Unit 6: Lesson A: Our house .
 Write words or stick pictures on the blackboard 
Rice paddy
Park
Yard
Hotel
River
Lake
2.3.3. Play " Guessing game"
Example 1 : Unit 7, Part “Read” English 8. Teachers define and ask students to find words. 
A place where you can buy everything. ( Supermarket / Market )
A.........................................vegetable and fruit. ( Grocery )
....................................... ......books ( Bookstore )
4 . ...................................come and eat . ( Restaurant )
5. .................................. .come to see the movies . ( Movie theater )
Aperson who comes to the store and buys something. ( Customer ) 
 Example 2 : English 6: Unit 9: Lesson B-Faces 
 Teacher says: She is tall. She has a round face. She has long hair. She has full lips. She has big nose. ...
 Teacher asks : Who is she?
 - Student A guess: Is that Lan?
 - Teacher answers: No, she isn't.
 - Student B guess: Is that Linh?
 - Teacher answers: Yes, she is.
2.3.4. Play "Bingo".
T.draw box on black board and asks Ss to copy
 T. Asks Ss to rewrite 6 newwords they’ve learnt in the box.
Example 1:
A packet
A destination
A bay
Medicine
flu
A doctor
 T. tells Ss that she/ he will say some words (8-10-12-15)
 If Ss hear the word, they cross it out .Like this:
 A bay
 When Ss cross out all six words, shout “ bingo”. Who say “bingo”first will be the winner.
Example 2: Unit 13: festivals, Part Read in English 8, Teacher can use play “networks” to introduce new words.This activities can be used to check and revise the newwords you have introduced during the week
2.3.5. Play "What color".
 Ex: Unit 9. B-Faces. Part B2 to test students' understanding of color .
 Students can play this games
 hair	à 	 black
Sky blue 	 Go 	 green Stop red
Leaves	 green	 Hair	 black 	 ..........	
 In other situations, When teaching Unit 9 - B. Faces - English 6, to teach a color such as red, yellow, purple, ..., we can collect images in color, printed on paper A4 (can color or color printing is too good) and to introduce an born. In Figure 3, you can identify the color; Figure 4 children attached to a specific color scheme, under the guidance of thinking of teachers.
 (Figure 3) (Figure 4) 
 In addition to the use of visual appliances to introduce new vocabulary, themes or situations of all, the teacher can use them to reinforce lessons to help students deepen and content of classes more animated.
To combine the vocabulary and structures, ask them to observe, then practice in pairs, such as Unit 9 – B. Faces (2,3)- English 6:
Unit 9-Part B-English 6, after finishing training lessons, teachers can reinforce vocabulary learning by using the diagram only thinking about the parts of the face, they observe fast and would love to voice their opinions
 After students observe fast diagrams, teachers ask them to close the books, look at pictures and talk about body parts diagram based on English with Vietnamese.
2.3.6. Play "Chain Game".
 The purpose of this game is to memorize the students, giving the students a focus when they help them remember for a longer time. In addition, students have the opportunity to speak, pronounce clearly the words learned. Divide the class into groups; The first student in the group repeats the teacher's sentence. The second student repeats the sentence of the first student and adds another word. The third student repeats the sentence of the first student, the second and adds the next one and continues the same until Back to the first student in the group. The group that sets the more accurate sentences wins.
 Example 1: Teacher uses “Chain game” to check food in Unit 10: Staying healthy and Unit 11: What do you eat ? English 6 .
- Teacher: I go to the market, I buy some apples.
- Group 1: I go to the market, I buy some apples and bananas.
- Group 2: I go to the market, I buy some apples, bananas and fish.
Example 2 : Unit 7- Part A -English 6
Teacher: In my village, there is a park.
Student 1: In my village , there is a park and a hotel.
Student 2: In my village , there is a park ,a hotel and a lake.
Student 3: In my village , there is a park ,a hotel, a a lake and a river
Example 3: Unit5. My day
Teacher : Every day, I get up at six.
Student 1. Every day, I get up at six.
Student 2. Every day, I get up at six. I get dressed.
Student 3. Every day, I get up at six. I get dressed. ....
Example 4: Unit 4 – Speak – English 8).
- Teacher asks students practice in order to remember some verbs( get up, have, live, work ) with model sentence: I used to live the country.
 Student 1: 	I used to get up late. Student 2: I used to have short hair.
 Student 3: I used to live in a small house. Student 4: I used to work hard all time.
- Work in pair ask and answer about have done.
	Student 1: 	Where did you live in the past?
	Student 2: 	I used to live in the country.
	Student 3: 	What did your mother have in the past?
	Student 4: 	She used to have short hair.
- Free practice
 Student 1: What did you do in the past?
 Student 2: I used to get up late
 Student 3: I used to get up late and do morning exercises
 Student 4: I used to get up late, do morning exercises and take a shower.
 Student 5: I used to get up late, do morning exercises and ride a bike to school
2.3.7. Guess the picture 
Teacher uses picture to introduce new words
 S1: What is this? S3: What is this?
 S2: It is a table. S4: It is a lamp. 
 When introduce Unit9: My body English 6: Head, shoulder, chest, arm, hand, finger, leg, foot, toe
 This is my head.
This is my hand This is my shoulder.
2.3.8. Matching:
The Teacher helps students revise words by combining new vocabulary with definitions, semantics, or through pictures to save time in word instruction. Depending on the purpose of each lesson, the teacher may design lesson accordingly.
- T writes the newwords in the list on the left hand side of the black board.
- T .writes the definitions, translation or draws pictures on the right hand side of the black board .
- T. asks the Ss to come to the black board to match the items on the left with those on the right by drawing a line between them
 Example 1 : Unit 6- Part Read- English 9
 Match each word in column A to its definition in column B
A
B
1. junk-yard
2. end up
3. treasure
4. foam
5.stream
6. hedge
7. folk
a. a row of things forming a fence
b. people
c. a piece of land full of rubbish
d. a flow of water
e. mass of bubbles of air or gas
f. valuable or precious things
g. reach a state of
	 Answer: 1- c	2- g	3- f	4- e	5- d	6- a	7- b
 Example 2 : . Unit 7: Part B - English 6 .Match words with Vietnamese meaning.
	1- apartment	a- bưu điện
	2- bank	b- phòng khám
	3- post office	c- ngân hàng
	4- supermarket	d- căn hộ
	5- clinic	e- siêu thị
Answer: 1- d 2- c	3- a	4- e	5- b
 Example 3: Unit 13: A3 - English 6. Match words with pictures 
 Example 4: English 7 –Unit 11-Lesson 5-Period 72
1- common cold	a-triệu trứng
2- disease	b-chảy nước mũi
3- symptom	c-bệnh cảm thường
4- runny nose	d-ho
5- slight fever	e-bệnh tật
6- cough	f- hắt xì hơi
7- sneeze	g-sốt nhẹ 
*Keys:
	1-c ; 2-e ; 3-a ; 4-b ; 5-g ; 6-d ; 7-f
2.3.9. What and Where
 	Teacher writes the new words in the cicles on the black board not in a list.When all the words are on the board , teacher asks the students to repeat the words in cicles.Teacher rubbed out one of the words but doesn’t rub out the cicles.Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty cicles.Teacher rubs out another word but leaves the cicles.
 Teacher point the word or empty cicles, students read and have to remember all the words. Continues till the cycles are empty.Techer aks the students ( 6 or 8 at the time ) to come to black board and fill in the cicles with the correct words
pancake
 Example: Unit 7: Listen and read – English 8
close by
serve
try
tasty
 cushion
made
decide
hobby
useful
Example: English 7 –Unit 9- Period 60
try
Sewing 
machine
* Note: This check technique is good for leaners to memorise the newwords and also good for revisionof vocabulary.
 Teacher presents or elicits the vocabulary and build up the list on the blackboard. After each word teacher put the Vietnamese translation .Teacher the students to copy in to their books and then close their books .Teacher rub out the new word one at a time.Each time teacher rub out a word in English , point to the Vietnamese translation and aks “ What’s this in Vietnamese?” When all the Engkish words are rubbed out teacher go through the Vietnamese list and get the studends to call out the English words. If there is time , teacher get the students to come to the black board and write the English words again. It helps leaners to memories new vocabulary .
Example : English 6 - Unit 14 –Lesson 1
1..: Kỳ nghỉ	5.: Điểm đến
2.: Thành nội, thành cổ	6..: Thăm
3...: Vịnh	7...: Bãi biển
4..: Ở ( cùng với)
Example: Unit 1: Listen and read - English 9
- correspond (v): 	trao đổi thư tín
- mask (n): 	cuộc chiến đấu
- atmosphere (n): 	không khí
- impress (v): 	gây ấn tượng, để lại ấn tượng
 	2.3.10. Networks .
The purpose of this game helps students revise the vocabulary system according to the topic learned. The teacher writes the topic on the board. Students work individually or in pairs, looking for information about the subject.
 Example: Unit 15- Part Write - English 6
 head
 arm shoulder
parts of the body
 foot
 chest hand 
 leg finger toe
Example: Unit 6, Part1 “Getting started + listen and read”, English 9.Teacher uses play “ networks”, divide students into two teams and ask write about environment. 
 Garbage dump deforestation
 air pollution environmental pollution dynamite fishing
 water pollution spraying pesticides
2.3.11. Noughts and crosses
The purpose of this game helps students put new words into sentences. The teacher draws 9 boxes with new words on the board or prepare on the extra table; Divide students into 2 groups: One is "Noug